The Effects of Learning Activities Focused on DAPIC Organizing on Mathematical Problem Solving Ability and Mathematical Communication Ability about Application of Linear Equation with One Variable of Mathayomsuksa II students

Abstract

The purposes of this research were 1) to compare the student’s  mathematical  problem solving ability between before and after learning activities based on DAPIC, 2) to compare the student’s  mathematical  problem solving ability after test learning activities based on DAPIC with the score criteria of 70 percent, 3) to compare the student’s  mathematical communication (writing) ability between  before and after learning activities based on DAPIC, 4) to compare the student’s  mathematical  communication (writing) ability after learning activities based on DAPIC with the score criteria of 70 percent, and 5) to  study  the student’s mathematical  communication (presentation) ability between learning activities based on DAPIC. The samples were 35 students in Sukothai Province in the 2^nd Semester of 2014 academic year. Research tools were learning management plan using DAPIC organizing, the mathematical problem solving, communication ability test, and classroom observation. The statistics applied in data analysis were percentage, arithmetic average, standard deviation (S.D.), t-test dependent, and t-test one sample.

            The research found that 1) the student’s  mathematical  problem solving ability after learning activities was higher  than  before at the .05 level of statistical significance;  2) the student’s  mathematical  problem solving ability after learning activities after learning was  higher  than  score criteria of 70 percent with statistical significance at the .05 level; 3) the student’s mathematical  communication (presentation) ability after learning  activities was higher than  before learning activities at the .05 level of statistical significance; 4) the student’s mathematical communication (presentation) ability after learning was  higher  than  score criteria of 70 percent with statistical significance at the .05 level; and 5) the students developed mathematical communication (presentation) ability about 80 percent of all student, on the other hand, students did not develop about 20 percent.

              In conclusion, the teaching method based on DAPIC concept was not only the way for students to be able to solve the problem, but also the way for students to be familiar with the mathematical problem. The students knew how to solve the problems by themselves, and moreover, they learned to solve the problem from classmates. Therefore, they developed mathematical problem solving and mathematical communication together.